Special Education District Plan for the Education of Students with Disabilities 19-21for the Education of Students with Disabilities
2019-2021
West Seneca Central Schools Board of Education Diane Beres, President
Lawrence Seibert, Vice President Edmund M. Bedient, Trustee
Mary J. Busse, Trustee Janice E. Dalbo, Trustee Carol A. Jarczyk, Trustee Peter Kwitowski, Trustee
West Seneca Central School District Office Leadership Team Matthew Bystrak, Superintendent
Jonathan Cervoni, Assistant Superintendent of Administrative Operations Carmelina Persico, Assistant Superintendent of Educational Operations
Curriculum Cabinet John Brinker, Facilitator
Andrew Wnek, Acting Director of Special Education Jonathan Dalbo, Instructional Technology & Director of Social Studies
Marissa Fallacaro-Dougherty, Director of Physical Education Franco DiPasqua, Director of Science and Mathematics
Ryan MacKellar, Facilitator of Library Kimberly McCartan, Facilitator of UPK and ELA 3-6
Dana McManus, Facilitator of ENL and World Languages Holly Quinn, Facilitator of ELA UPK-2
Tracy Spagnolo, Director of Pupil Personnel Services Sandy Rizzo, Secretary
Ellen Stoeckert, Facilitator ELA 7-12
Special Education Department Administration Andrew Wnek, Acting Director of Special Education
Special Education Steering Committee
Diane Beres David Kean Carmelina Persico Holly Cellino Carla Kruszynski Holly Quinn Deborah Deney Jim LiPuma Tracy Spagnolo Casey Frank Kathy Markowski Jason Winnicki Danielle Hubbard Lori Mundis Andrew Wnek
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West Seneca Central School District District Plan for the Education of Students with Disabilities
Table of Contents
II. NYSED Special Education Guiding Principles pp.4-7
III. Philosophy for the delivery of special education services p.8
IV. Scope of Special Education Programs and Services p.9-12 A. School-Wide Approaches and Pre-Referral Interventions B. Continuum of Services C. Areas of Special Education Classification
V. Roles of Staff Supporting Special Education pp. 13-14
VI. Resources for students, parents, and staff pp. 15-34 A. CPSE B. Extended School Year C. Parochial and Private Schools Residing within the West Seneca Central
School District D. Parent Resources E. Glossary of Terms
VII. District Long-Range Goals pp. 35-37
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WSCSD continually evaluates our high quality, individualized, inclusive programming while monitoring student progress.
We strive to provide equal educational access in the least restrictive environment to develop the potential of all students.
Special Education Department Vision Statement
The WSCSD recognizes that every student has unique and individualized needs.
As a collaborative community we strive to maximize the experience of all learners, from birth through the age of twenty-one years old.
We are committed to:
Delivering professional development through effective inservice training for staff to keep current on strategies for students with special needs.
Creating a venue for the Special Education team to consistently share information vertically from various buildings, levels and programs
Providing information to support families regarding special education programming opportunities, etc.
Continuing to evaluate, monitor, and adjust programs and resources to ensure a quality education for ALL students
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Blueprint for Improved Results for Students with Disabilities Guiding Principles
STUDENTS ENGAGE IN SELF-ADVOCACY AND ARE INVOLVED IN DETERMINING THEIR OWN EDUCATIONAL GOALS AND PLANS.
This is evident when: Students participate in individualized education program (IEP) meetings. Students create and monitor their progress towards academic and social goals. Students engage in career planning and selection of courses of study to prepare
them for post-secondary living, working and learning.
PARENTS, AND OTHER FAMILY MEMBERS, ARE ENGAGED AS MEANINGFUL PARTNERS IN THE SPECIAL EDUCATION PROCESS AND
THE EDUCATION OF THEIR CHILD.
This is evident when: Parents report that they understand the special education process and their due
process rights and actively participate in the development of their child’s IEP. Parents understand what their child is expected to know and be able to do to
progress toward the State learning standards. Parents and educators engage in frequent, respectful and open discussion of the
educational needs of the student. Families are invited into and feel welcome in all school environments. Parents have the information they need about effective strategies to support
their child’s learning and support transition from school to post-school activities.
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SPECIALLY DESIGNED INSTRUCTION TO PROVIDE ACCESS FOR STUDENTS WITH DISABILITIES TO PARTICIPATE AND PROGRESS IN
THE GENERAL EDUCATION CURRICULUM.
This is evident when: All teachers are responsive to the pedagogical needs of students with
disabilities. All students receive instruction in curriculum aligned with the State’s Learning
Standards. IEPs are developed in consideration of grade level standards. IEPs are implemented and reviewed by educators, families and students to
ensure that students are meeting their annual goals. Special and general education teachers of students with disabilities engage in
intentional collaborative lesson planning to meet the needs of each individual student with a disability.
Individual student data are used to inform and design instruction for students with disabilities to progress toward grade level standards.
Students with disabilities receive instructional materials in alternative formats at the same time as other students in the class receive their instructional materials.
TEACHERS PROVIDE RESEARCH-BASED INSTRUCTIONAL TEACHING AND LEARNING STRATEGIES AND SUPPORTS FOR STUDENTS WITH
DISABILITIES.
This is evident when: All teachers develop lessons that allow multiple entry points and multiple modes
of engagement for students with diverse needs. All teachers are knowledgeable and skilled in providing explicit instruction in
academics and social-emotional learning. Students with disabilities are taught strategies for self-regulated learning
across the content areas. All teachers continually assess students’ understanding of lessons to improve
and target instruction to student needs. Students’ individualized needs for assistive technology devices and services are
considered and accommodated.
SCHOOLS PROVIDE MULTI-TIERED SYSTEMS OF BEHAVIORAL AND ACADEMIC SUPPORT.
This is evident when: Educators collect and analyze student outcome data to plan, organize, deliver
and evaluate the effectiveness of school-wide programs and instruction for all students.
Educators disaggregate and analyze outcomes for students with disabilities to improve school-wide programs and interventions. Educators collect and analyze data to identify individual students in need of additional support.
Evidence-based interventions are provided in a timely manner to students needing more support.
Progress monitoring data are collected and inform decisions about the effectiveness and/or need for modification to those interventions.
___________________________________________________ SCHOOLS PROVIDE HIGH-QUALITY INCLUSIVE PROGRAMS AND
ACTIVITIES.
This is evident when: Educators use the full continuum of services to ensure that students with
disabilities are educated in the least restrictive environment. The needs of the students are the primary consideration in the configuration of
special education programs and services to be provided to students with disabilities.
District/school leaders allocate human and financial resources to support scheduling and planning time to ensure all students receive rigorous and appropriate instruction throughout the continuum of special education programs and services.
Students with disabilities in inclusive settings are provided the accommodations and explicit and specially-designed instruction needed to progress in the curriculum.
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SCHOOLS PROVIDE APPROPRIATE INSTRUCTION FOR STUDENTS WITH DISABILITIES IN CAREER DEVELOPMENT AND OPPORTUNITIES TO
PARTICIPATE IN WORK-BASED LEARNING.
This is evident when: Students are provided age-appropriate transition assessments, guidance,
courses of study and work-based learning opportunities to meaningfully engage in early and ongoing career planning and exploration.
Students with disabilities and their families are provided early and clear information on graduation requirements.
Students with disabilities receive instruction toward the Career Development and Occupational Studies Learning Standards beginning in the early grades.
Students are provided instruction to develop lifelong learning skills such as self-advocacy, social-emotional skills, higher order thinking, employability skills and consumer and life skills.
Students and their families actively participate in the transition planning process.
Schools facilitate timely student and family connections to post-secondary supports and services through ACCES-VR and other State agency programs and services.
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West Seneca Central School District Philosophy for the Delivery of Special Education
The West Seneca Central School district is steadfast in its mission to provide a diversified educational program, which will produce literate, caring, ethical, responsible,
and productive citizens who are capable of adapting to change.
As such, our focus is to create a safe and supportive environment that nurtures varied opportunities for all students to grow: cognitively, socially, physically, and emotionally,
and to enter our society as well-equipped, young citizens.
We value the role that each student has and we encourage self-advocacy in being leaders of their own learning and the setting of goals.
We value collaborative parental and familial partnerships in which we work to develop the blueprint that sets the foundation upon which students will grow and succeed.
We are committed to providing a continuum of services that is all encompassing, appropriate, and accessible to all students based upon individual need.
We hold these guiding principles as the pillars of our work as we strive to meet the needs of all learners.
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IV. Scope of Special Education Programs and Services
A. School-Wide Approaches and Pre-Referral Interventions West Seneca Central School District has established pre-referral interventions to assist a student’s educational process before consideration of referral to the Committee on Special Education (CSE). The building based Response to Intervention Team (RTI) will investigate and implement general education support services for those students who are presenting an academic, social, or emotional need, i.e. Reading Intervention (AIS), Math Intervention (AIS), and Social or Emotional Support programs.
Classification Process for Referral to Special Education
West Seneca Central School District adheres to the New York State Education Department Part 200 Regulations pertaining to the procedures for referral, evaluation, individualized education program (IEP) development, placement, and review.
http://www.p12.nysed.gov/specialed/lawsregs/documents/regulations-part-200-oct-2 016.pdf#page=[39]
B. Continuum of Services Groupings are based upon similarity of student needs and no more than a three-year age-span guideline. Staff-to-student ratios are in accordance with current State regulations.
General Education Classrooms ·Declassification Support Services ·Provides accommodations for a student who no longer requires direct special education services.
Related Services Only (RSO) ·Interventions may include speech / language, hearing and/or vision services, interpreting services, physical therapy (PT), occupational therapy (OT), counseling services, orientation and mobility services, medical services, parent training, school social work support, and assistive technology.
Consultant Teacher (CT) ·Provides direct or indirect services to students or their teachers in general education classes.
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Integrated Co-Teaching (ICT) ·Specially designed academic instruction that is provided for students with disabilities and their peers. The class is collaboratively taught by a general education and a special education teacher.
Non-Integrated Classrooms:
15:1 Classes (Regents assessments) ·For students whose special education needs consist primarily of the need for specialized instruction, which can best be accomplished with a smaller student-teacher ratio. (See program implementation plan)
12:1+1 Classes (NYSAA) ·For students whose special education needs consist primarily of the need for specialized instruction, which can best be accomplished with a smaller student-teacher ratio. (See program implementation plan)
12:1 + (3+1) Classes (NYSAA) ·For students whose special education needs consist primarily of the need for specialized instruction, which can best be accomplished with a smaller student-teacher ratio. ·Extended Age range with a focus on functional academics and worked-based learning. (See program implementation plan)
8:1+1 Classes (Regents assessments) ·Class setting with a smaller student-teacher ratio containing students whose management needs are determined to be intensive, and requiring a significant degree of individualized attention and intervention. (See program implementation plan)
6:1+1 Classes (NYSAA) ·Class setting with a smaller student-teacher ratio containing students whose management needs are determined to be highly intensive, and requiring a high degree of individualized attention and intervention. ·A focus on functional academics, acquisition of life-based skills, and worked-based learning. (See program implementation plan)
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5:1 – Resource Room ·Program that is supplemental in nature by providing small group and individualized instruction in basic academic skills, oral and written language, and study and organizational skills. (See program implementation plan)
III. Areas of Special Education Classification
·Autism ·Deafness ·Deaf-blindness ·Emotional disturbance ·Hearing impairment ·Learning disability ·Intellectual disability ·Multiple disabilities ·Orthopedic impairment ·Other health-impairment ·Speech or language impairment ·Traumatic brain injury ·Visual impairment
For detailed descriptions of these special education classifications, see Glossary or click HERE
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2019 - 2020 School:
X
X
Academic Support (Gr. 5-8) Special Classes 6:1+1
(NYSAA)
Academic Support (Gr. 6-8) Special Classes 8:1+1 (REGENTS)
Special Class 15:1 (Gr. 9-11) (REGENTS)
Academic Support (Gr. 9) Special Classes 6:1+1, 12:1+1 (NYSAA)
Special Class 15:1 (Gr. 9-11) (REGENTS)
Academic Support (Gr. 9) Special Classes 8-1+1 (REGENTS) Special Class 12:1 (+3:1) (NYSAA)
Winchester
V. Roles of Staff Supporting Special Education Personnel
a. Board of Education b. Superintendent c. Director of Special Education d. Assistant Director of Special Education e. Building Administrators (i.e. Principals, Assistant Principals) f. Special Education Teacher g. Consultant Teachers h. Special Education Providers (related and personnel service) i. Bus Driver/ Bus Attendants j. Clerical k. Custodial Staff l. Food Service Staff m. Nursing Staff
As defined by the Part 200s of the Commissioner of Education Regulations…
Special education teacher means a person, including an itinerant teacher, certified or licensed to teach students with disabilities who is providing special education to the student. For a student who is being considered for initial placement in special education, a teacher qualified to provide special education in the type of program in which the student may be placed may serve as the student's special education teacher.
Consultant teacher services means direct and/or indirect services provided to a student with a disability in the student’s regular education classes and/or to such student's regular education teachers.
Direct consultant teacher services means specially designed individualized or group instruction provided by a certified special education teacher to a student with a disability to aid such student to benefit from the student's regular education classes.
Indirect consultant teacher services means consultation provided by a certified special education teacher to regular education teachers to assist them in adjusting the learning environment and/or modifying their instructional methods to meet the individual needs of a student with a disability who attends their classes.











Special education provider means an individual who is providing related services to the student. If the student is not receiving related services, an individual qualified to provide related services needed by the student may serve as the related service provider of the student. Special education provider means an individual who is providing related services to the student. If the student is not receiving related services, an individual qualified to provide related services needed by the student may serve as the related service provider of the student.
Related Service Providers i. Speech Therapist ii. Occupational Therapist (O.T.) iii. Physical Therapist (P.T.) iv. Vision Therapists
Personnel Service Providers i. School Psychologist ii. School Social Worker iii. School Counselors iv. Nursing Staff
Supplementary School Personnel (i.e. Teacher Aides, Teacher Assistants)
i. Teacher Assistant A teaching assistant is appointed by a board of education to provide, under the general supervision of a licensed or certified teacher, direct instructional service to students. Duties: (a) Teaching assistants assist teachers by performing duties such as: (1) working with individual pupils or groups of pupils on special instructional projects; (2) providing the teacher with information about pupils that will assist the teacher in the development of appropriate learning experiences; (3) assisting pupils in the use of available instructional resources, and assisting in the development of instructional materials; (4) utilizing their own special skills and abilities by assisting in instructional programs in such areas as: foreign languages, arts, crafts, music and similar subjects; and (5) assisting in related instructional work as required.
ii. Teacher Aide (1:1 Aide, 5:1 Aide, Program Aide) A teacher aide may be assigned by the board of education to assist teachers in such non-teaching duties as: (1) managing records, materials and equipment; (2) attending to the physical needs of children; and (3) supervising students and performing such other services as support teaching duties when such services are determined and supervised by the teacher.
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VI. Resources for Students, Parents, and Staff
A. CPSE Committee on Preschool Education (CPSE):
The New York State Education Department (SED), Office of Special Education oversees a statewide preschool special education program with school districts, municipalities,
approved providers and parents. Evaluations and specially planned individual or group instructional services or programs are provided to eligible children who have a disability
that affects their learning. For more information, please refer to: http://www.p12.nysed.gov/specialed/publications/preschool/brochure.htm
B. Extended School Year Extended School Year (ESY):
Students who receive special education services may be eligible for extended school year services. The Committee on Special Education (CSE) must determine whether a student requires extended school year special education services in order to prevent substantial
regression. Substantial regression would be indicated by a student’s inability to maintain developmental levels due to a loss of skill, set of skill competencies or
knowledge during the months of July and August. For more information, please refer to: http://www.p12.nysed.gov/specialed/finance/2011QA.htm
C. Parochial and Private Schools Residing within the West Seneca Central School District
Special Education provided to Non-Public Schools: West Seneca Central School District is responsible to provide special education services
per the student’s Individualized Education Program in non-public schools that reside within the District’s boundaries. For more information, please refer to:
http://www.p12.nysed.gov/specialed/publications/policy/nonpublic907.htm
http://p12.nysed.gov/specialed/publications/policy/parentguide.htm
Parent Guide to the New York State Alternate Assessment (NYSAA) http://www.p12.nysed.gov/assessment/nysaa/2019-20/5-parentguidew-19.pdf
ACCES/VR- (Adult Career and Continuing Education Services-Vocational Rehabilitation)- part of the New York State Education Department and assists individuals with disabilities to achieve and maintain employment and support independent living through training, education rehabilitation and career development. A referral through the Front Door enables services to be implemented upon reaching age 21 or graduating from high school, enabling students a seamless transition to the workplace and to live independent, self-directed lives.
Academic Intervention Services (AIS)- Remedial instruction within the areas of
reading, written expression, and/or math delivered to disabled and non-disabled
students.
Adapted physical education- a specially designed program of developmental
activities, games, sports and rhythms suited to the interests, capacities and limitations
of students with disabilities who may not safely or successfully engage in unrestricted
participation in the activities of the regular physical education program.
Aging Out - The closure and transitioning out of preschool special education students
who will be turning 5 years of age by December 1st or students who will be 21 years of
age by the end of the academic year and leaving secondary level education programs.
Annual review- an evaluation, conducted at least annually by the committee on
special education, of the status of each student with a disability and each student
thought to have a disability who resides within the school district for the purpose of
recommending the continuation, modification or termination of the provision of special
education programs and services for the student to the board of education.
Assistive technology device- any item, piece of equipment, or product system,
whether acquired commercially off the shelf, modified, or customized, that is used to
increase, maintain, or improve the functional capabilities of a student with a disability.
Such term does not include a medical device that is surgically implanted, or the
replacement of such a device.
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Assistive technology service- any service that directly assists a student with a
disability in the selection, acquisition, or use of an assistive technology device. The term
includes:
(1) the evaluation of the needs of a student with a disability, including a
functional evaluation of the student in the student's customary environment;
(2) purchasing, leasing, or otherwise providing for the acquisition of assistive
technology devices by students with disabilities;
(3) selecting, designing, fitting, customizing, adapting, applying, maintaining,
repairing, or replacing assistive technology devices;
(4) coordinating and using other therapies, interventions, or services with
assistive technology devices, such as those associated with existing education and
rehabilitation plans and programs;
(5) training or technical assistance for a student with a disability or, if
appropriate, that student's family; and
(6) training or other technical assistance for professionals (including individuals
providing education or rehabilitation services), employers, or other individuals
who provide services to, employ, or are otherwise substantially involved in the
major life functions of that student.
Behavioral Intervention Plan- a plan that is based on the results of a functional
behavioral assessment and, at a minimum, includes a description of the problem
behavior, global and specific hypotheses as to why the problem behavior occurs and
intervention strategies that include positive behavioral supports and services to address
the behavior.
disabilities can earn a NYS Career Development and Occupational Studies Credential
(CDOS). This credential recognizes each student’s preparation and skills for post-school
employment.
service providers for students with special needs.
Change in program (Review of Program- ROP)- a change in any one of the
components of the individualized education program of a student as described in section
200.4(d)(2) of this Part.
Class size- the maximum number of students who can receive instruction together in a
special class or resource room program and the number of teachers and supplementary
school personnel assigned to the class.
Co-Teaching in an Integrated Setting (ICT) - this service offers a learning
environment that includes a general education teacher working collaboratively with a
special education teacher to deliver the curriculum in the general education setting in a
team-teaching situation.
Committee on preschool special education (CPSE)- a multidisciplinary team
established in accordance with the provisions of section 4410 of the Education Law.
Committee on special education (CSE)- a multidisciplinary team established in
accordance with the provisions of section 4402 of the Education Law.
Compliance - acting in accordance with state/federal regulations and law.
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Consultant teacher services- direct and/or indirect services, as defined in this
subdivision, provided to a student with a disability in the student’s regular education
classes and/or to such student's regular education teachers.
(1) Direct consultant teacher services means specially designed individualized or
group instruction provided by a certified special education teacher pursuant to
subdivision (yy) of this section, to a student with a disability to aid such student
to benefit from the student's regular education classes.
(2) Indirect consultant teacher services means consultation provided by a
certified special education teacher pursuant to subdivision (yy) of this section to
regular education teachers to assist them in adjusting the learning environment
and/or modifying their instructional methods to meet the individual needs of a
student with a disability who attends their classes.
Continuum of Services - an array of settings and services that may be used
individually or in combination from least restrictive to most restrictive. Refer to Part
200 Regulations of the Commissioner of Education (200.6).
Declassification support services- those services provided by persons
appropriately certified or licensed pursuant to Part 80 of this Title in the appropriate
area of service, to a student or such student’s teacher(s) to aid in such student’s
transition from special education to full-time regular education, including:
(1) for the student, psychological services, social work services, speech and
language services, counseling (other than career counseling), and other
appropriate support services; and
(2) for the student’s teacher(s), the assistance of supplementary school personnel,
and consultation with appropriate personnel.
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Due Process - procedures to ensure parent/student rights. Refer to Part 200
Regulations of the Commissioner of Education (200.5).
Front Door - person-centered approach to planning supports for people with
developmental disabilities. The Front Door will guide people through the steps involved
in finding out if they are eligible for services with the OPWDD.
Functional behavioral assessment (FBA)- the process of determining why a
student engages in behaviors that impede learning and how the student's behavior
relates to the environment. The functional behavioral assessment shall be developed
consistent with the requirements in section 200.22(a) of this Part and shall include, but
is not limited to, the identification of the problem behavior, the definition of the
behavior in concrete terms, the identification of the contextual factors that contribute to
the behavior (including cognitive and affective factors) and the formulation of a
hypothesis regarding the general conditions under which a behavior usually occurs and
probable consequences that serve to maintain it.
Goals - desired results towards which instruction is directed as indicated on
Individualized Educational Plan (IEP). 27
Home and hospital instruction- special education provided on an individual basis
for a student with a disability confined to the home, hospital or other institution because
of a disability.
Inclusion - Inclusion refers to a special needs student placed within age appropriate
general education program primarily for social/emotional exposure and whose disability
as stated on the IEP requires significant modification and/or adaptation of his/her
general class curriculum as it relates to their cognitive, social/emotional, physical and
management needs.
Individualized education program (IEP)- a written statement, developed,
reviewed and revised in accordance with section 200.4 of this Part, which includes the
components specified in section 200.4(d)(2) of this Part to be provided to meet the
unique educational needs of a student with a disability.
Individual psychological evaluation- a process by which a New York State certified
school psychologist or licensed psychologist uses, to the extent deemed necessary for
purposes of educational planning, a variety of psychological and educational techniques
and examinations in the student's native language, to study and describe a student's
developmental, learning, behavioral and other personality characteristics.
Least restrictive environment (LRE)- placement of students with disabilities in
special classes, separate schools or other removal from the regular educational
environment occurs only when the nature or severity of the disability is such that even
with the use of supplementary aids and services, education cannot be satisfactorily
achieved. The placement of an individual student with a disability in the least restrictive
environment shall:
(1) provide the special education needed by the student;
(2) provide for education of the student to the maximum extent appropriate to
meet the needs of the student with other students who do not have disabilities;
and
(3) be as close as possible to the student's home.
Manifestation Determination/Nexus - term Nexus has been replaced by
Manifestation Determination. It is a process that determines the relationship between a
student’s behavior and his or her disability subject to disciplinary action. It considers
whether the IEP is appropriate and has been implemented, the student’s ability to
understand consequences, and the student’s ability to control behavior.
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and/or performance expectations which allow students with disabilities opportunities to
demonstrate acquisition of information/skills.
Native language means:
(1) if used with reference to an individual of limited English proficiency, the language
normally used by that individual, or, in the case of a student, the language normally
used by the parents of the student, except that, in all direct contact with a student
(including evaluation of the student), native language means the language normally
used by the student in the home or learning environment; and
(2) for an individual with deafness or blindness, or for an individual with no
written language, the mode of communication is that normally used by the
individual (such as sign language, Braille, or =[oral communication).
New York State Alternate Assessment (NYSAA)-See parent resources for more
information
which instruction is directed as indicated on Individualized Educational Plan (IEP).
Occupational therapy- the functional evaluation of the student and the planning and
use of a program of purposeful activities to develop or maintain adaptive skills, designed
to achieve maximal physical and mental functioning of the student in his or her daily life
tasks.
Office for People with Developmental Disabilities- (OPWDD) – A New York
State agency responsible for coordinating supports and services for people with
developmental disabilities, including Intellectual Disabilities, Cerebral Palsy, Down
Syndrome, Autism Spectrum Disorders, and other Neurological 28 Impairments. The
agency will determine if the person has a developmental disability that is eligible for
OPWDD funded services.

Preschool student with a disability- is a preschool child as defined in section
4410(1)(i) of Education Law who is eligible to receive preschool programs and services,
is not entitled to attend the public schools of the school district of residence pursuant to
section 3202 of the Education Law and who, because of mental, physical, or emotional
reasons, has been identified as having a disability and can receive appropriate
educational opportunities from special programs and services approved by the
department. Eligibility as a preschool student with a disability shall be based on the
results of an individual evaluation which is provided in the student's native language,
not dependent on a single procedure, and administered by a multidisciplinary team in
accordance with all other requirements as described in section 200.4 (b) (1) through (5)
of this Part.
(1) Commencing July 1, 1993, to be identified as having a disability a preschool
student shall either:
(i) exhibit a significant delay or disorder in one or more functional areas
related to cognitive, language and communicative, adaptive,
socioemotional or motor development which adversely affects the
student's ability to learn. Such delay or disorder shall be documented by
the results of the individual evaluation which includes but is not limited to
information in all functional areas obtained from a structured observation
of a student's performance and behavior, a parental interview and other
individually administered assessment procedures, and, when reviewed in
combination and compared to accepted milestones for child development,
indicate:
(a) a 12-month delay in one or more functional area(s); or
(b) a 33 percent delay in one functional area, or a 25 percent delay
in each of two functional areas; or
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administered in the evaluation process, a score of 2.0 standard
deviations below the mean in one functional area, or a score of 1.5
standard deviations below the mean in each of two functional areas;
or
(ii) meet the criteria set forth in paragraphs (1), (2), (3), (5), (9), (10), (12)
or (13) of subdivision (zz) of this section.
(2) Commencing July 1, 1991, in the calendar year in which such preschool
student becomes three years of age, a student shall be first eligible for preschool
programs and services on January 2nd of such calendar year, if the student's
birthday falls before July 1st, otherwise a student shall be first eligible on July 1st
of the calendar year; except that a student who, as of his or her third birthday, is
already receiving services pursuant to section 236 of the Family Court Act or its
successor, or section 4204-a of the Education Law, may, if the parent so chooses,
continue to receive such services through August 31st of the calendar year in
which the student first becomes eligible to receive services pursuant to section
4410 of the Education Law. A student shall be deemed to be a preschool student
with a disability through the month of August of the school year in which the
student first becomes eligible to attend school pursuant to section 3202 of the
Education Law.
Physical Therapy - service which addresses a student’s identified needs in one or
more of the following areas: range of motion, strength, muscle tone, posture, gait,
balance, reflex integration, gross motor coordination as they affect his/her educational
performance.
Pull Out (non-integrated) - educational service provided to the student outside of
the classroom on an individual or small group basis.
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Push In (integrated) - educational service provided to the student within the
classroom.
Reevaluation -A reevaluation is the opportunity to thoroughly assess the student’s
individual needs and the continued appropriateness of the special education services
that have been provided to the student. Therefore, a reevaluation of a student (formerly
called a "triennial evaluation") must be conducted if conditions warrant a reevaluation,
or if the student’s parent or teacher requests a reevaluation, but at least once every three
years. (Unless the parent agrees in writing that testing does not need to occur.)
Regents Competency Test (RCT) -battery of tests in Reading, Writing, Global
History, United States History, Mathematics and science available as a safety net for
students who have difficulty earning a 55 or better on the summative Regents
Examinations. Students who rely on this safety net are eligible for a local high school
diploma.
Regular education teacher means:
(1) for a school-age student, a teacher qualified to serve nondisabled students
who is providing regular education instruction to the student. If the student is
not receiving instruction from one or more regular education teachers, a teacher
qualified to provide regular education in the type of program in which the student
may be placed may serve as the student’s regular education teacher;
(2) for a preschool child, a regular education teacher qualified to provide regular
education services to nondisabled preschool or elementary-level students who is
providing regular education instruction to the student. If the student is not
receiving instruction from one or more regular education teachers, a teacher
qualified to provide regular education in the type of program in which the student
may be placed may serve as the preschool student’s regular education teacher.
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Related services- developmental, corrective, and other supportive services as are
required to assist a student with a disability and includes speech-language pathology,
audiology services, interpreting services, psychological services, physical therapy,
occupational therapy, counseling services, including rehabilitation counseling services,
orientation and mobility services, medical services as defined in this section, parent
counseling and training, school health services, school nurse services, school social
work, assistive technology services, appropriate access to recreation, including
therapeutic recreation, other appropriate developmental or corrective support services,
and other appropriate support services and includes the early identification and
assessment of disabling conditions in students.
(1) Services that apply to children with surgically implanted devices, including cochlear
implants. Related services do not include a medical device that is surgically implanted,
the optimization of that device’s functioning (such as mapping), maintenance of that
device, or the replacement of that device, provided that nothing in this paragraph:
(i) limits the right of a student with a surgically implanted device to receive
related services that are determined by the CSE or CPSE to be necessary for the
student to receive a free appropriate public education; or
(ii) limits the responsibility of a school district to appropriately monitor and
maintain medical devices that are needed to maintain the health and safety of the
student, including breathing, nutrition, or operation of other bodily functions,
while the student is transported to and from school or is at school; or
(iii) prevents the routine checking of an external component of a surgically
implanted device to make sure it is functioning properly.
Resource room program- a special education program for a student with a disability
registered in either a special class or regular class who is in need of specialized
supplementary instruction in an individual or small group setting for a portion of the
school day.






Response to Intervention (RTI) - a general education initiative that supports a
systematic approach to instruction and intervention, guided by research-based methods
and continuous progress monitoring of students’ needs.
Section 504 (Rehabilitation Act of 1973) - no individual with a disability shall, on
the basis of disability, be excluded from participation in, be denied of, or otherwise be
subjected to discrimination under any program or activity which receives benefits from
federal financial assistance.
Section 504 Plan ·An identified need of a general education student who is not eligible to receive special education services through an IEP, but may be afforded modifications and accommodations.
Skills Achievement Commencement Credential (SACC) - for students with
severe disabilities who are eligible to take the New York State Alternate Assessment
(NYSAA) upon completion of at least twelve years of school.
Social Work Services - a process that a NYS certified school social worker uses, for
purposes of educational planning, interventions to remove barriers to a student’s
learning from familial, environmental or interpersonal problems; mobilization of school
and community resources to enable the student to benefit from his/her educational
program. Services may also include consultation and direct interventions such as
counseling, support groups and the development of behavior management programs.
Special Class (non-integrated) - this service is provided on a daily basis to students
with disabilities who are grouped based on similar educational needs for the purpose of
being provided a special educational program. These classes vary according to the
number of students being serviced in each and by the number of service providers
supporting their program. Class sizes could vary from as many as 15 students with one
teacher, to as few as six students with a teacher and an aide, to support educational
needs.
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Special education- specially designed individualized or group instruction or special
services or programs, as defined in subdivision 2 of section 4401 of the Education Law,
and special transportation, provided at no cost to the parent, to meet the unique needs
of students with disabilities.
(1) Such instruction includes but is not limited to that conducted in classrooms,
homes, hospitals, institutions and in other settings.
(2) Such instruction includes specially designed instruction in physical
education, including adapted physical education.
(3) For the purposes of this definition:
(i) The individual needs of a student shall be determined by a committee
on special education in accordance with the provisions of section 200.4 of
this Part upon consideration of the present levels of performance and
expected learning outcomes of the student. Such individual-need
determinations shall provide the basis for written annual goals, direction
for the provision of appropriate educational programs and services and
development of an individualized education program for the student.
The areas to be considered shall include:
(a) academic achievement, functional performance and learning
characteristics which shall mean the levels of knowledge and
development in subject and skill areas, including activities of daily
living, level of intellectual functioning, adaptive behavior, expected
rate of progress in acquiring skills and information, and learning
style;
(b) social development which shall mean the degree and quality of
the student's relationships with peers and adults, feelings about
self, and social adjustment to school and community environments;
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(c) physical development which shall mean the degree or quality of
the student's motor and sensory development, health, vitality, and
physical skills or limitations which pertain to the learning process;
and
(d) management needs which shall mean the nature of and degree
to which environmental modifications and human or material
resources are required to enable the student to benefit from
instruction. Management needs shall be determined in accordance
with the factors identified in each of the three areas described in
clauses (a)-(c) of this subparagraph.
(ii) Group instruction means instruction of students grouped together
according to similarity of individual needs for the purpose of special
education. The curriculum and instruction provided to such groups shall
be consistent with the individual needs of each student in the group, and
the instruction required to meet the individual needs of any one student in
the group shall not consistently detract from the instruction provided
other students in the group.
Speech Therapy - a service that identifies, evaluates and treats communication
disorders such as stuttering, impaired articulation, a language impairment, or a voice
impairment, which adversely affects the student’s educational performance
Student with a disability- a student with a disability as defined in section 4401(1) of
the Education Law, who has not attained the age of 21 prior to September 1st and who is
entitled to attend public schools pursuant to section 3202 of the Education Law and
who, because of mental, physical or emotional reasons, has been identified as having a
disability and who requires special services and programs approved by the department.
The terms used in this definition are defined as follows:
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(1) Autism means a developmental disability significantly affecting verbal and
nonverbal communication and social interaction, generally evident before age 3,
that adversely affects a student’s educational performance. Other characteristics
often associated with autism are engagement in repetitive activities and
stereotyped movements, resistance to environmental change or change in daily
routines, and unusual responses to sensory experiences. The term does not apply
if a student's educational performance is adversely affected primarily because the
student has an emotional disturbance as defined in paragraph (4) of this
subdivision. A student who manifests the characteristics of autism after age 3
could be diagnosed as having autism if the criteria in this paragraph are
otherwise satisfied.
(2) Deafness means a hearing impairment that is so severe that the student is
impaired in processing linguistic information through hearing, with or without
amplification, that adversely affects a student’s educational performance.
(3) Deaf-blindness means concomitant hearing and visual impairments, the
combination of which causes such severe communication and other
developmental and educational needs that they cannot be accommodated in
special education programs solely for students with deafness or students with
blindness.
(4) Emotional disturbance means a condition exhibiting one or more of the
following characteristics over a long period of time and to a marked degree that
adversely affects a student’s educational performance:
(i) an inability to learn that cannot be explained by intellectual, sensory, or
health factors.
relationships with peers and teachers;
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circumstances;
(iv) a generally pervasive mood of unhappiness or depression; or
(v) a tendency to develop physical symptoms or fears associated with
personal or school problems. The term includes schizophrenia. The term
does not apply to students who are socially maladjusted, unless it is
determined that they have an emotional disturbance.
(5) Hearing impairment means an impairment in hearing, whether permanent or
fluctuating, that adversely affects the child's educational performance but that is
not included under the definition of deafness in this section.
(6) Learning disability means a disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written,
which manifests itself in an imperfect ability to listen, think, speak, read, write,
spell, or to do mathematical calculations, as determined in accordance with
section 200.4(j) of this Part. The term includes such conditions as perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental
aphasia. The term does not include learning problems that are primarily the
result of visual, hearing or motor disabilities, of an intellectual disability, of
emotional disturbance, or of environmental, cultural or economic disadvantage.
(7) Intellectual disability means significantly subaverage general intellectual
functioning, existing concurrently with deficits in adaptive behavior and
manifested during the developmental period, that adversely affects a student’s
educational performance.
disability-blindness, intellectual disability-orthopedic impairment, etc.), the
combination of which cause such severe educational needs that they cannot be
accommodated in a special education program solely for one of the impairments.
The term does not include deaf-blindness.
(9) Orthopedic impairment means a severe orthopedic impairment that adversely
affects a student's educational performance. The term includes impairments
caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.),
impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and
impairments from other causes (e.g., cerebral palsy, amputation, and fractures or
burns which cause contractures).
(10) Other health-impairment means having limited strength, vitality or
alertness, including a heightened alertness to environmental stimuli, that results
in limited alertness with respect to the educational environment, that is due to
chronic or acute health problems, including but not limited to a heart condition,
tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia,
epilepsy, lead poisoning, leukemia, diabetes, attention deficit disorder or
attention deficit hyperactivity disorder or tourette syndrome, which adversely
affects a student's educational performance.
(11) Speech or language impairment means a communication disorder, such as
stuttering, impaired articulation, a language impairment or a voice impairment,
that adversely affects a student's educational performance.
(12) Traumatic brain injury means an acquired injury to the brain caused by an
external physical force or by certain medical conditions such as stroke,
encephalitis, aneurysm, anoxia or brain tumors with resulting impairments that
adversely affect educational performance. The term includes open or closed head
injuries or brain injuries from certain medical conditions resulting in mild,
moderate or severe impairments in one or more areas, including cognition,
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functions, information processing, and speech. The term does not include
injuries that are congenital or caused by birth trauma.
(13) Visual impairment including blindness means an impairment in vision that,
even with correction, adversely affects a student's educational performance. The
term includes both partial sight and blindness.
Substantial regression- a student's inability to maintain developmental levels due to
a loss of skill or knowledge during the months of July and August of such severity as to
require an inordinate period of review at the beginning of the school year to reestablish
and maintain IEP goals and objectives mastered at the end of the previous school year.
Supplemental Aids and Services - aides, services, and other supports that are
provided in general education classes or other education-related settings to enable
students with disabilities to be educated with non-disabled students to the maximum
extent appropriate in accordance with the least restrictive environment.
Transition Services- a coordinated set of activities for a student with a disability,
designed within a results-oriented process, that is focused on improving the academic
and functional achievement of the student with a disability to facilitate the student's
movement from school to post-school activities, including, but not limited to,
post-secondary education, vocational education, integrated employment (including
supported employment), continuing and adult education, adult services, independent
living, or community participation. The coordinated set of activities must be based on
the student's strengths, preferences and interests, and shall include needed activities in
the following areas:
(4) the development of employment and other post-school adult living
objectives; and
(5) when appropriate, acquisition of daily living skills and provision of a
functional vocational evaluation.
Goal #1:
To provide parents with opportunities on a quarterly basis throughout the 2019-2020 school year with various resources to enhance knowledge and understanding of their child’s educational needs.
Action Steps:
What When
th ,
2020
6:00-8:00
West Middle School
395 Center Road
Why
To equip families with techniques for dealing with challenging behaviors at home and in the community.
To familiarize families with considerations and strategies for reducing challenging behaviors.
To explore graduation options for children with disabilities.
To enhance parents skills and understanding on how to advocate and navigate through the CSE process.
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Goal #2:
To increase engagement with our families and community throughout the 2019-2020 school year regarding relevant topics relating to special education.
Action Steps:
What When Where Why
Heighten Throughout the Use the current To communicate awareness of the school year as District widely and often various dictated by each Communication about opportunities
individual tools i.e. District for parent and opportunities for
opportunity Newsletter, Social community parent and
Media, District learning to a variety community
Webpage, Email of audiences learning blasts
Goal #3:
To solicit our parent community for specific areas of focus regarding future educational development opportunities.
Action Steps:
What When Where Why
Parent Spring of 2020 Survey link To solicit our parent Survey emailed community for specific areas
of focus regarding future educational development opportunities.
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Goal #1
To equip every special education teacher with the tools to write three SMART Goals for utilization in the 2020-21 school year Individualized Education Plans (IEPs) or to modify the goals from the goal bank for SMART Goal formatting.
What When Where Why
Examples of November 5, 2019 District building To aid staff in SMART and Superintendent’s recognizing the non-SMART goals Conference Day components of an for learning effectively written opportunities SMART goal
Guidelines to November 5, 2019 District building To help staff create explain Superintendent’s goals that are components and Conference Day specific, appropriate measurable, verbiage for attainable, relevant, SMART Goals and timely
Goal #2:
To increase staff knowledge and teaching strategies within consultant and co-teaching environments by planning at least two lessons using one of the co-teaching models for the 2020-21 school year.
What When Where Why
Increase knowledge Throughout the District buildings To develop effective of consultant and 2019-20 school consultant teacher co-teaching year and on partnerships and strategies using March 20, 2020 co-teaching teams provided Superintendent’s hand-outs, Conference Day examples, videos, etc.
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